I. ASCRC General Education Form (revised 1/27/11)
Use to propose new general education courses (except writing courses), to change existing
gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
III. Language
VII: Social Sciences
(submit
III Exception: Symbolic Systems * VIII: Ethics & Human Values
X
separate forms
if requesting
IV: Expressive Arts
IX: American & European
more than one
V: Literary & Artistic Studies
X: Indigenous & Global
general
VI: Historical & Cultural Studies
XI: Natural Sciences
education
w/ lab  w/out lab 
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program Liberal Studies/Religious Studies
Course #
RLST 381E
Course Title
Prerequisite
Comparative Ethics
None
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
3
Date
2/6/12
Instructor
Mark J. Hanson
Phone / Email 243-6844
Program Chair Paul Dietrich/Stewart Justman
Dean
Chris Comer
III. Type of request
New
One-time Only
Renew X
Change
Remove
Reason for Gen Ed inclusion, change or deletion
Description of change
IV. Description and purpose of new general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
This course examines and compares central moral and philosophical approaches to ethics
within five major religious traditions. After a brief exploration of issues in religion and moral
reasoning and comparative ethics generally, the class will consider the traditions in turn.
Students will study relevant theological teachings; modes of ethical reasoning and central
ethical norms and virtues (with an emphasis on love); and underlying concepts of the self
within the traditions. The concept of love within personal and social ethics (with a special
emphasis on war and peace) will provide a common focus through which to compare the
traditions and evaluate current world conflicts ethically. Students will also assess their own
moral frameworks in relationship to what is learned in class to help them guide personal
decision-making in the future.
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
This course focuses on several traditions of
ethical thought in both the Western and nonWestern traditions, with special emphasis on
the ethical norm of love in relation to personal
and social ethics. The justification of war and
other forms of coercion in each tradition is
considered within each tradition. The course
stresses active discussion of concrete ethical
problems and distinctive modes of arriving at
ethical judgments in relation to those problems
from the standpoint of various traditions.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
This course teaches students how to apply
central moral concepts and modes of reasoning
in five religious traditions and how they apply to
specific moral issues. Through class discussion
and response papers, students learn to evaluate
the traditions critically, as well as to develop
their own perspectives.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
The Religious Studies has no lower-division courses—or any other courses—that offer the
opportunity to meet the Group VIII requirement. There should be an opportunity for students
within the program and at the university generally to satisfy this general education requirement
and learn about ethics and human values in relation to various religious traditions. This course
has been approved to satisfy his requirement in the past as well.
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
RLST 381E: Comparative Ethics
Course Description and Objectives: This three-credit course examines and compares central
moral and philosophical approaches to ethics within five major religious traditions. After a
brief exploration of issues in religion and moral reasoning and comparative ethics, the class will
consider five traditions. The course will study relevant theological teachings; modes of ethical
reasoning and central ethical norms and virtues (with an emphasis on love); and underlying
concepts of the self within the traditions. The concept of love within personal and social ethics
(with a special emphasis on war and peace) will provide a common focus through which to
compare the traditions and evaluate current world conflicts ethically.
Learning Goals:
1. Develop a general understanding of various relationships between religion to ethics
2. Learn about central norms, virtues, modes of ethical reasoning, and concepts of the self
within several major religious traditions, with a special emphasis on love.
3. Learn major perspectives of religious traditions in relation to war and peace
4. Understand how religious traditions compare to each other and the issues raised by
comparative religious ethics
5. Advance skills in critical thinking and writing in religious ethics through the consideration
of ethical issues and forms of reasoning in various traditions
6. Assess personal moral frameworks in relationship to what is learned in class to help guide
future decision-making.
Prerequisites: None
Requirements
1. Mid-term examination, March 13 (30 percent of grade)
2. Five short critical response papers (two-page, double-space) papers, (each 5 percent of
grade)
3. Participation in class discussions (10 percent of grade)
4. Final examination, May 10 (35 percent of grade)

Examinations will likely be a combination of a choice among short answer questions and a
longer essay and/or case analysis. The final examination will not be comprehensive but
may be longer than the mid-term. Exams must be taken at scheduled times unless prior
permission of the instructor is obtained, otherwise the exam receives a failing grade. A
study-guide distributed in advance of the exam will provide a basis for your preparation.
The final exam may only be rescheduled if you have two other exams scheduled for the
same day.
 Five short papers are required. Each student must write a two-page paper in response to
a reading in each of the five sections addressing a religious tradition. The paper should
summarize a major ethical/philosophical point in the text (two to three paragraphs) and



give a critical response (three to four paragraphs) with reasons for your position. Each
paper written must be delivered in person on the class day in which the text is to be
discussed. Unless you have made a prior agreement with me, I will take off one grade
level (e.g., A becomes A-) for each class day an assignment is late. Medical
documentation is required for paper submitted late because of illness to avoid a penalty.
Papers with an undue number of errors of punctuation, spelling, or grammar will be
returned ungraded for correction and marked down half a letter grade. Written work
will be evaluated in terms of the strength and accuracy of your exposition of the texts,
your depth of critical analysis, thoughtfulness of reflection, clarity of writing, and
ability to address issues raised in the text and in class on the topic at hand.
Attendance and Participation: More than three (3) absences will result in losing any
benefit of the doubt on your final grade. More than five (5) absences may result in one
grade level reduction (e.g., A to A-). More than seven (7) absences may result in a full
grade level reduction (e.g., A to B), and ten (10) or more absences may result in a
failing course grade (F). Late arrivals in class may count as an absence. (Note: If
you have a valid reason for missing several classes, such as illness, disability or other
conflicting commitments, you still must speak with the instructor. Documentation may
be required.) Participation grades are based on demonstrated willingness to answer
questions and contribute comments that reflect a good-faith effort to read, understand,
and develop a personal perspective on and critical questions about the readings and
lectures.
Academic Dishonesty and Plagiarism: All work submitted is expected to be the
student’s own. Any acts of plagiarism or academic dishonesty will result in automatic
failure of the course and may result in further academic punishment. If you have any
doubts about definitions of plagiarism or academic dishonesty, please review the
relevant sections of the University Catalog.
Students with Disabilities: This course is accessible to and usable by otherwise
qualified students with disabilities. To request reasonable program modifications, please
consult with the instructor. Disability Services for Students will assist the instructor and
student in the accommodation process. For more information, visit the Disability
Services website at http://life.umt.edu/dss.
Required Reading (available at the UM Bookstore)
Comparative Religious Ethics: A Narrative Approach, ed. Darrell J. Fasching & Dell deChant.
Copies may be available in the UM bookstore and at online bookstores. A copy of the
text is available at Mansfield Library and on electronic reserve.
The Bhagavad-Gita
Other articles on electronic reserve (password: ethics)
Topics and Reading Assignments
Introduction: Religion and Moral Reasoning
Jan. 22
Course Introduction, Goals, Text overview
Jan. 24
Basic Concepts
CRE: Introduction, Ch. 1, pp. 10-20
Jan. 29
Ethics
CRE: Ch. 1, pp. 20-41
Jan. 31
Relationship between Religion and Ethics
Film: Crimes and Misdemeanors (on reserve; watch prior to
class)
Feb. 5
Stories of War and Peace: Ancient and Post/Modern
CRE: Ch. 2
Feb. 7
The Religious Quest and the Birth of Ethics
CRE: Ch. 3 and Part II introduction
Hinduism
Feb. 12
CRE, Chapter 4, pp. 104-10
Feb. 14
CRE, Chapter 4, pp. 116-34
Feb. 19
The Bhagavad-Gita, Intro., Teachings 1-7
Feb. 21
The Bhagavad-Gita, Teachings 8-13
Buddhism
Feb. 26
CRE, pp. 135-52
“Questions of King Milinda” (Buddhist Scriptures, 146-51)
“The Lion’s Roar” (Old Path White Clouds, 409-14)
Feb. 28
“Universal Love” (Metta-sutta) (What the Buddha Taught, 97-8)
“Love is Understanding” (Old Path White Clouds, 271-77)
“The Fruits of Practice” (Old Path White Clouds, 527-30)
March 4
“The Quarrel at Kosambī” (The Life of the Buddha, 109-19)
“A New Faith,” pp. 246-48
March 6
CRE, pp. 152-64
“On Believing in Mind” (Buddhist Scriptures, 171-75)
“The Raft is Not the Shore” (Old Path White Clouds, 383-90)
March 11
Mid-term Exam
Judaism
March 13
CRE, pp. 165-85
March 18
Kellner, “The Structure of Jewish Ethics”
March 20
Reines, “The Self and the Other in Rabbinic Ethics”
Spring Break
March 25, 27
No Class
Judaism (cont.)
April 1
The Book of Amos; CRE, pp. 185-96
Christianity
April 3
CRE, pp. 197-211
Preston, “Christian Ethics”
April 8
Matthew ch. 5-7 (Sermon on the Mount)
Luke 10:25-37 (Good Samaritan parable)
April 10
Niebuhr, “Why the Christian Church is Not Pacifist”
Hauerwas, “The Nonresistant Church”
April 15
CRE, pp. 211-25
Romans 13:1-7
King, “Law, Love, and Civil Disobedience”
Islam
April 17
CRE: pp. 227-41
April 22
Nanji, “Islamic Ethics”
April 24
Readings from the Koran (2:163 – 2:286)
April 29
CRE: pp. 241-64
Conclusion
May 1
Conclusion
Final Exam
May 8
Thursday, 8:00 – 10:00 a.m
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.